Coordinator for Social, Emotional, and Restorative Services

JobID: 5867 Position Type: Licensed Educators and Specialists/Specialist Date Posted: 3/25/2024 Location: District Office Closing Date: 04/12/2024 Full/Part Time 1.
0 FTE Schedule 10-month Teacher’s Contract (222 days) Salary Range From $85,292 to $104,990 Position Purpose: Provides support and assistance to the Director of Educational Justice and/or the Assistant Director of Educational Justice, including, but not limited to, supervision and evaluation of certified and/or licensed staff, building-level administrative support as needed for specialized programs, assistance with manifestation determination reviews, due process hearings, and the implementation and continuous improvement social, emotional, and restorative services.
Responsibilities: 1.
Program Development and Management: Priority: Essential Percent of Time: 80% Examples of this work include: Promotes school-wide development of an equitable, accessible, and inclusive school community.
Ensures schools’ adherence to federal and state IDEA due process procedures including data-based decision-making, child find, manifestation determination, least restrictive environment (LRE), location of services (LOS), length of school day, extended school year, specially designed instruction, behavior support plans, transportation, related services, transition services, and out of district placement.
Coordinates district self-contained programming which includes coaching, mentoring, and guiding staff on best practices including curriculum, environment, instructional needs and/or IDEA compliance.
Provides or supports the facilitation of restorative conflict resolution and mediation for the purpose of mediating and resolving issues for District and administrative staff, parents, and students.
When assigned by direct supervisor, facilitate and/or act as the LEA rep during IDEA procedural student meetings.
Provides leadership in the selection and implementation of evidence-based curriculum and instruction for students related to restorative well-being and behavior support and ensures sustainable professional learning for portfolio programs.
Collaborates with building administrators and/or building specific teams to problem solve regarding curriculum, environment, instructional needs and/or compliance, and the development of student-led restorative activities.
Participates in district-level committees to ensure alignment between regular and special education processes.
Participates in the department’s management meetings for the purpose of providing input as needed for programs and staff, making sound recommendations related to personnel placement, transfer, retention, and dismissal, and recommending budget and cost estimates for appropriate programs.
Develops budget recommendations and exercises control over expenditures in areas and projects assigned.
Collects data necessary for reimbursement of funds, decision-making protocols, and on-going evaluation of progress within the district’s Strategic Plan.
2.
Supervisory Responsibility: Priority: Essential Percent of Time: 10% Examples of this work include: Collaborates with building principals, in relation to positions, with interviewing, hiring, and training certified teachers and/or licensed related service providers; planning, assigning, and directing work; and addresses complaints and resolves problems in relation to the performance evaluation of certified teachers and/or licensed related service staff.
Evaluates certified teachers and/or licensed related service staff.
3.
Community Engagement: Priority: Secondary Percent of Time: 10% Examples of this work include: Participates in regional and state committee meetings and events as assigned.
Consults and collaborates with outside resources and key stakeholders.
Attends building and district-level special events.
Participates in all mandatory training or training appropriate to the position as required by the district.
Skill and Ability to: Establish and maintain effective working relationships with individuals and groups; conduct effective meetings and conferences; communicate concepts and information accurately orally and in writing including the preparation of formal statistical reports, case histories, assessment, and intervention records; demonstrate effective liaison relationships with parents, schools, and agencies; coordinate activities from many sources for the benefit of an individual student; organize work and provide effective services within a limited time frame; develop, coordinate and deliver relevant training to parents and professional development to staff; assist with program development.
Minimum Qualifications: Valid Teaching Certificate with a minimum of one Special Education Credential Three years of successful experience in special education Three years of successful experience in restorative practices Preferred Qualifications: Previous administrator or coordinator level experience.
This position involves working as a team player with the people of the district, outside agencies, faculty, support staff and students.
The position handles highly confidential and private data and must be sensitive to people and their needs.
Problem Solving: Work involves differing situations, requiring searching for solutions and identifying appropriate choices among a variety of defined options or within areas of learned things; the incumbent must consider which among many procedures should be followed and in what sequence to achieve the required results.
It is important to identify the problem and resolve it promptly and tactfully.
Problem solving and creativity in this position requires the ability to learn, understand, and maintain a high level of emotional intelligence.
Freedom to Act : The incumbent conducts research, investigates and reviews materials as needed to respond to day-to-day needs, answer questions, and respond to low to medium risk level issues.
This position defers high-risk issues to the Director of Special Education.
The incumbent takes the initiative to ensure completion of all tasks and will adjust priorities to accommodate competing workload demands.
Maintaining confidentiality of information is a critical success factor.
All employees must comply with department and institution procedures and policies, Fargo Public School policies and procedures, as well as local, state and federal laws, regulations, guidelines and business and industry standards.
Physical Requirements : The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.
Work is performed indoors.
Frequent travel between district locations and occasional out of District travel is required.
Work hours will routinely include irregular hours, evening and weekend meetings and district functions.
Why Fargo, North Dakota? Abundant housing with neighborhoods to fit every lifestyle, visit Live Fargo Ranked 10th best city for New Grads Find out why Fargo is North of Normal Application Procedures All applications for open Fargo Public Schools positions must be made via www.
applitrack.
com/fargo/onlineapp.
Paper submissions will not be accepted.
Application materials must clearly explain how experience and education are related to the minimum qualifications and job duties.
Applicants for administrative, teaching, professional and other certified staff positions will need to attach: 1) Cover Letter 2) Resume/CV 3) Three (3) Letters of Reference 4) Complete transcripts for each degree from the institutions conferring the degrees.
In addition, Teacher Applicants will need to attach: Current teaching license.
Job postings will be closed for applications at 8:00 AM Central Standard Time (CST) on the closing date listed in the posting.
Applicants who are residents of ND and eligible to claim veteran's preference must upload a Form DD214.
Claims for disabled veteran's preference must include a current statement of disabled status from the Veterans Affairs Office.
For more information or questions please call 701-446-1000 or email humanresources@fargo.
k12.
nd.
us.
Fargo Public Schools (FPS) is dedicated to fostering an educational environment rooted in inclusivity and academic freedom.
Our FPS Philosophies articulate our commitment to these principles, guiding our practices to ensure every student's success.
We invite candidates to thoroughly review our FPS Philosophies as they reflect the foundational values and expectations for all FPS employees.
By applying, candidates express their commitment to embracing and upholding these philosophies in their professional practice, contributing to a culture of excellence and inclusivity within our schools.
The Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities.
The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law.
JobID: 5867 Position Type: Licensed Educators and Specialists/Specialist Date Posted: 3/25/2024 Location: District Office Closing Date: 04/12/2024 Full/Part Time 1.
0 FTE Schedule 10-month Teacher’s Contract (222 days) Salary Range From $85,292 to $104,990 Position Purpose: Provides support and assistance to the Director of Educational Justice and/or the Assistant Director of Educational Justice, including, but not limited to, supervision and evaluation of certified and/or licensed staff, building-level administrative support as needed for specialized programs, assistance with manifestation determination reviews, due process hearings, and the implementation and continuous improvement social, emotional, and restorative services.
Responsibilities: 1.
Program Development and Management: Priority: Essential Percent of Time: 80% Examples of this work include: Promotes school-wide development of an equitable, accessible, and inclusive school community.
Ensures schools’ adherence to federal and state IDEA due process procedures including data-based decision-making, child find, manifestation determination, least restrictive environment (LRE), location of services (LOS), length of school day, extended school year, specially designed instruction, behavior support plans, transportation, related services, transition services, and out of district placement.
Coordinates district self-contained programming which includes coaching, mentoring, and guiding staff on best practices including curriculum, environment, instructional needs and/or IDEA compliance.
Provides or supports the facilitation of restorative conflict resolution and mediation for the purpose of mediating and resolving issues for District and administrative staff, parents, and students.
When assigned by direct supervisor, facilitate and/or act as the LEA rep during IDEA procedural student meetings.
Provides leadership in the selection and implementation of evidence-based curriculum and instruction for students related to restorative well-being and behavior support and ensures sustainable professional learning for portfolio programs.
Collaborates with building administrators and/or building specific teams to problem solve regarding curriculum, environment, instructional needs and/or compliance, and the development of student-led restorative activities.
Participates in district-level committees to ensure alignment between regular and special education processes.
Participates in the department’s management meetings for the purpose of providing input as needed for programs and staff, making sound recommendations related to personnel placement, transfer, retention, and dismissal, and recommending budget and cost estimates for appropriate programs.
Develops budget recommendations and exercises control over expenditures in areas and projects assigned.
Collects data necessary for reimbursement of funds, decision-making protocols, and on-going evaluation of progress within the district’s Strategic Plan.
2.
Supervisory Responsibility: Priority: Essential Percent of Time: 10% Examples of this work include: Collaborates with building principals, in relation to positions, with interviewing, hiring, and training certified teachers and/or licensed related service providers; planning, assigning, and directing work; and addresses complaints and resolves problems in relation to the performance evaluation of certified teachers and/or licensed related service staff.
Evaluates certified teachers and/or licensed related service staff.
3.
Community Engagement: Priority: Secondary Percent of Time: 10% Examples of this work include: Participates in regional and state committee meetings and events as assigned.
Consults and collaborates with outside resources and key stakeholders.
Attends building and district-level special events.
Participates in all mandatory training or training appropriate to the position as required by the district.
Skill and Ability to: Establish and maintain effective working relationships with individuals and groups; conduct effective meetings and conferences; communicate concepts and information accurately orally and in writing including the preparation of formal statistical reports, case histories, assessment, and intervention records; demonstrate effective liaison relationships with parents, schools, and agencies; coordinate activities from many sources for the benefit of an individual student; organize work and provide effective services within a limited time frame; develop, coordinate and deliver relevant training to parents and professional development to staff; assist with program development.
Minimum Qualifications: Valid Teaching Certificate with a minimum of one Special Education Credential Three years of successful experience in special education Three years of successful experience in restorative practices Preferred Qualifications: Previous administrator or coordinator level experience.
This position involves working as a team player with the people of the district, outside agencies, faculty, support staff and students.
The position handles highly confidential and private data and must be sensitive to people and their needs.
Problem Solving: Work involves differing situations, requiring searching for solutions and identifying appropriate choices among a variety of defined options or within areas of learned things; the incumbent must consider which among many procedures should be followed and in what sequence to achieve the required results.
It is important to identify the problem and resolve it promptly and tactfully.
Problem solving and creativity in this position requires the ability to learn, understand, and maintain a high level of emotional intelligence.
Freedom to Act : The incumbent conducts research, investigates and reviews materials as needed to respond to day-to-day needs, answer questions, and respond to low to medium risk level issues.
This position defers high-risk issues to the Director of Special Education.
The incumbent takes the initiative to ensure completion of all tasks and will adjust priorities to accommodate competing workload demands.
Maintaining confidentiality of information is a critical success factor.
All employees must comply with department and institution procedures and policies, Fargo Public School policies and procedures, as well as local, state and federal laws, regulations, guidelines and business and industry standards.
Physical Requirements : The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.
Work is performed indoors.
Frequent travel between district locations and occasional out of District travel is required.
Work hours will routinely include irregular hours, evening and weekend meetings and district functions.
Why Fargo, North Dakota? Abundant housing with neighborhoods to fit every lifestyle, visit Live Fargo Ranked 10th best city for New Grads Find out why Fargo is North of Normal Application Procedures All applications for open Fargo Public Schools positions must be made via www.
applitrack.
com/fargo/onlineapp.
Paper submissions will not be accepted.
Application materials must clearly explain how experience and education are related to the minimum qualifications and job duties.
Applicants for administrative, teaching, professional and other certified staff positions will need to attach: 1) Cover Letter 2) Resume/CV 3) Three (3) Letters of Reference 4) Complete transcripts for each degree from the institutions conferring the degrees.
In addition, Teacher Applicants will need to attach: Current teaching license.
Job postings will be closed for applications at 8:00 AM Central Standard Time (CST) on the closing date listed in the posting.
Applicants who are residents of ND and eligible to claim veteran's preference must upload a Form DD214.
Claims for disabled veteran's preference must include a current statement of disabled status from the Veterans Affairs Office.
For more information or questions please call 701-446-1000 or email humanresources@fargo.
k12.
nd.
us.
Fargo Public Schools (FPS) is dedicated to fostering an educational environment rooted in inclusivity and academic freedom.
Our FPS Philosophies articulate our commitment to these principles, guiding our practices to ensure every student's success.
We invite candidates to thoroughly review our FPS Philosophies as they reflect the foundational values and expectations for all FPS employees.
By applying, candidates express their commitment to embracing and upholding these philosophies in their professional practice, contributing to a culture of excellence and inclusivity within our schools.
The Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities.
The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law.